Learning Climate

1. Training of Trainers
Enhanced PAFLO Module
Brentwood Suites, Quezon City
June 6-7, 2018

2. SESSION 1:
Setting the Learning Climate

3. ACTIVITY FLOW:
1. Form one big circle
2. Round 1: Each one, please say your name (or the
name you want to be called in this training).
3. Round 2: Say your name again, now with an
adjective that starts with the first letter of your
name and that also describes you.
4. Round 3: Say the name and adjective of the person
on your right side.
ACTIVITY 1.1: I am…

4. ACTIVITY 1.1: I am…
REFLECTIONS:
1. How do you feel about the activity?
2. What do you think is the importance of
remembering names?
3. Do you remember each other’s name?

5. ACTIVITY 1.1: I am…
GENERALIZATION:
Summarize discussion and explain:
1. It is important to remember the name of everyone
as this training will require them to mix with
everyone.
2. Calling each other by their preferred name is one
way to show respect for co-participants.
3. They have five days to memorize each other’s name
and to get to know each other more.

6. ACTIVITY 1.1: I am…
APPLICATION:
1. Go inside the circle and move around.
2. Stop in front of anyone in the circle and ask for the
name (with the adjective) of a person you point.
3. Repeat this for several times.
4. Thank everyone for their participation.

7. ACTIVITY 1.2: My hopes and fears…
ACTIVITY FLOW:
1. Group yourselves into 5s.
2. In your small group, select a facilitator, a note taker
and a reporter.
3. In your small group, discuss what each one “hopes”
to learn about sexual and reproductive health in
this training, and what each one “fears” about
discussing about it (10 minutes).
4. In the big group, each small group reports on its
“hopes” and “fears.”

8. ACTIVITY 1.2: My hopes and fears…
REFLECTIONS:
Ask for volunteers to answer the following questions:
1. How do you feel about the activity? Was it easy or
hard? Why was it easy or hard?
2. What hopes are common among the different
groups? Why do you hope to learn about them?
3. What fears are common among the different
groups? Why do you have those fears?

9. ACTIVITY 1.2: My hopes and fears…
GENERALIZATION:
Summarize group reports & proceed to discuss the
content of the training through the next slides.

10. Today’s Filipino Youth:
• Youth (15-24 years old):
19.2 M in 2013 (30%)
• Going through rapid
physical, mental,
psychological and social
changes (Adolescence)
• Vision: studies, work &
family
• Dominant issues: home,
education, employment,
alcohol/drug use, risky
sexual behavior

11. Today’s Filipino Youth:

12. Today’s Filipino Youth:

15. Today’s Filipino Youth:
• HIV and AIDS
• Sexual Violence

16. The Enhanced PAFLO is for the:
More disadvantaged youth groups to
• Have a positive view of sexuality
• Make informed choices
• Develop healthy & safe sexual
relationships
• Develop positive social relationships
(with family members, peers, others)

17. By providing:
• Correct Information: puberty, sexuality, sexual
and reproductive health, human rights, family life
and interpersonal relationships, etc.
• Positive values and attitudes: sexual and
reproductive health, and develop self-esteem,
respect for human rights and gender equality;
• Life skills: critical thinking, communication and
negotiation, decision-making and assertiveness (for
better and productive relationships with family
members, peers, friends and romantic or sexual
partners).

18. Learning Approach:
PARTICIPATORY &
LEARNER-CENTERED:
• Promotes equality and
respect among participants
(no one is above anyone);
• Considers learners’
experiences as important
(learners are experts, too!)
• Develops learners’ ability to
apply what they learned in
their life and community.

19. Learning Sessions:
• SESSION 1: Setting the Learning Climate
• SESSION 2: This is me, a unique me!
• SESSION 3: My body is beautiful, it is mine!
• SESSION 4: My body is who I am. Respect me for who
I am!
• SESSION 5: My body is my responsibility. I will keep it
healthy and safe!
Learning Activities:
See Program of Activities

20. ACTIVITY 1.2: My hopes and fears…
APPLICATION:
Ask for volunteers and instruct them to:
1. Think of one thing that they will do after this session to
help them realize any of the hopes they have expressed.
2. Think of one thing they will do after this session to help
eliminate any of the fears they have all expressed.
Thank everyone for their enthusiasm and active
participation.

21. ACTIVITY FLOW:
Form 4 small groups. Ask each group to:
1. Talk about personal experiences of being treated badly,
harshly, snubbed or excluded from joining group
activities (examples: being black or white; being a girl or
boy; being young; being short or tall; being fat or thin;
being gay or lesbian; having a different religion; being
member of an indigenous people’s group; etc.) and how
they feel about being treated badly;
2. Choose one or two situations shared by group members
and prepare a role-play to show the situations; and
3. Present the role-play in the big group.
ACTIVITY 1.3: How are we the same, how are we
different?

22. ACTIVITY FLOW:
After each group’s role-play, ask for the other
experiences or situations shared by group members.
Summarize the different experiences or situations
shared by the different groups.
ACTIVITY 1.3: How are we the same, how are we
different?

23. REFLECTION:
1. How does it feel to be treated differently?
2. Have you also treated other people badly or
differently? Why? How did you feel treating
other people badly? What effect did it have on
the other person?
3. What did you learn from this activity?
4. What lessons from this activity will you bring
home with you?
ACTIVITY 1.3: How are we the same, how are we
different?

24. GENERALIZATION:
1. Sometimes we feel bad because people do not value or
treat us well because of our looks, how we behave, our
religion, our culture or our family. This is called stigma.
2. When we are not chosen to be part of a group, or
people ignore our ideas or do not include is in activities
because we are different from them, this is called
discrimination.
3. It helps to understand that we all have suffered from
any form of stigma and discrimination. We are not
alone.
4. In this training, we begin eliminating stigma and
discrimination by recognizing and respecting our
differences.
ACTIVITY 1.3: How are we the same, how are we
different?

25. APPLICATION:
1. Ask for volunteers to think of one thing they will do
after this activity to help stop discrimination.
2. Thank everyone for their enthusiasm and active
participation.
ACTIVITY 1.3: How are we the same, how are we
different?

26. ACTIVITY FLOW:
1. Form 4 small groups.
2. There are 4 tables around, each containing a manila paper
with a disclosed heading.
3. Each group, choose a table. Open the heading of the manila
paper.
4. For 1 minute, write words or phrases (formal, informal, local
terms, etc.) that you associate with the word on the heading.
5. All groups move to the table on your right side. For another
1 minute, do the same but do not repeat the words/phrases
already written by the other group/s.
6. Repeat for 2 more times. Remain in the last table.
7. Each group, take turns reading aloud all the words written
on the manila paper.
ACTIVITY 1.4: Relaxing with Words

27. REFLECTIONS:
1. How do you find the different words?
2. Were you embarrassed by some of the words? Which ones?
Why?
3. Are there words you find harsh and offensive? Which ones?
Why?
4. Which words do you find “good”? Why do you say so? When
do you use them?
5. Which ones do you consider as “bad”? Why do you say so?
When do you use them?
6. In this training, which words do you want us to use?
ACTIVITY 1.4: Relaxing with Words

28. GENERALIZATION:
o Because it is taboo for us to talk about sexuality in public,
people, young and old alike, find certain sexuality-related
words embarrassing, offensive or harsh.
o We can treat everyone with respect and dignity by not
using embarrassing, offensive or harmful words.
o We can show respect by avoiding offensive behavior and
actions when discussing about our body and sexuality.
o This exercise is to get everyone relaxed talking so that
everyone feels free and safe to talk about experiences,
thoughts and feelings.
o This exercise is to make the learning comfortable and
safe for everyone.
ACTIVITY 1.4: Relaxing with Words

29. APPLICATION:
Inform that in the following activities only the words
they agreed upon will be used throughout the training.
Emphasize that everyone should be treated with
respect and dignity and that males and females should
be treated equally.
Thank everyone for their enthusiasm and active
participation
ACTIVITY 1.4: Relaxing with Words

30. ACTIVITY 1.5: Ground Rules
ACTIVITY FLOW:
1. Everyone has the responsibility to make the training go
well.
2. To do this, everyone should agree on how to work
together so that everyone feels comfortable and safe,
and is able to learn and contribute to the discussion.
3. Go back to your small group. Discuss what rules should
be followed by everyone.
4. Each group presents suggested rules in mime (acting
without words).
5. The other groups guess what those rules are. Ask the
class to agree or not.

31. SAMPLE GROUND RULES
Our Ground Rules:
 We will be kind and give support to each other.
 We will not force anyone to say anything if he or she does not want
to.
 We will not laugh at what co-learners say.
 We will not insult each other.
 We will treat the opinions of boys and girls as equally important.
 If anyone wishes to speak, he or she will raise a hand and wait to be
called.
 Anyone can ask questions at any time. There is no such thing as a
stupid question.
 We will keep strictly confidential all things shared in this training.
We will not discuss them outside this group.
 We will not judge classmates because of what they do or say.
 We will listen attentively to what others in the class say.
 No one will talk when someone else is talking.
 We will all laugh and have fun.

32. ACTIVITY 1.5: Ground Rules
REFLECTION:
1. What important things have you learned in this
session?
2. How will you use what you have learned in your
own life?
3. What did you enjoy most about this session?
4. What did you find difficult?

33. ACTIVITY 1.5: Ground Rules
GENERALIZATION:
Summarize the discussion and emphasize the following:
• Setting ground rules is one way of making and keeping
the learning environment safe, respectful and
trustworthy to everyone. In discussing sexuality and
related topics, which are mostly personal and private
matters, it is important to make everyone feel safe,
respected and valued.
• Keeping the learning safe and respectful encourages
sharing and participation in discussions.
• Active participation in discussion builds life skills such
as critical thinking and communication.

34. ACTIVITY 1.5: Ground Rules
APPLICATION:
Ask for volunteers to express (or pledge) commitment
to the ground rules.
Thank everyone for their participation.

35. SESSION 1:
Setting the Learning Climate
 This opening session aims to
make you feel comfortable,
safe and respected. So, how
do you feel now? Is there
anyone who is not yet
feeling comfortable? It is
alright if you do not yet feel
comfortable. As we move to
the next activities and
sessions, you will get the
chance to interact more
with each other and to
make everyone feel safe
and respected.

36. SESSION 1:
Setting the Learning Climate
The whole training has
been designed to make
each and every one of
you feel not only
comfortable but also
safe and respected. The
ground rules that we all
created and agreed to
observe should remind
us how we should treat
each other.

37. SESSION 1:
Setting the Learning Climate
As your facilitator, I will
do everything in my
capacity to make
learning comfortable,
safe and enjoyable for all
of you. But without your
cooperation – or without
us respecting each other,
your learning will not be
comfortable, safe and
enjoyable.

38. SESSION 1:
Setting the Learning Climate
The next session will help
you develop or
strengthen self-
awareness or what you
know about yourself.
Becoming aware of who
you are will help you
recognize qualities you
already have and do not
yet have to be able to
make responsible and
healthy decisions in life.

39. SESSION 1:
Setting the Learning Climate
Thank you everyone for your
enthusiasm and active
participation in all activities of
this session!